The roles of conceptual device models and user goals in avoiding device initialization errors

While mistakes, and approaches to design and training that reduce them, have been studied extensively, relatively little work in HCI studies 'slip' errors, which occur when one intends to do a certain action during a skilled task but unintentionally does another. In this article we examine approaches to training that might reduce the occurrence of a slip error referred to as a 'device initialization error'. This error occurs when skilled users of a device forget to perform some initialization action, such as positioning the cursor in a text entry box or setting the device into the correct mode, before entering data or performing some other significant activity. We report on an experiment studying the effects of two training interventions on this error, which aim to manipulate the salience of the error-prone action without making any physical changes to the device. In the first intervention participants were given a particular conceptual model of the device's operation, to evaluate whether having an improved understanding of the effect of each action would lead to fewer errors. In the second, participants were given a new device operation goal requiring them to 'test' the device, to evaluate whether attending to the outcome of initialization actions would lead to fewer errors. Only participants who were asked to 'test' the device and also given enhanced instructions to enter dummy data after completing initialization actions showed a statistically significant improvement in performance. Post-test interviews and evidence from existing literature suggest that when participants forgot the initialization step it was because they were attending to the subsequent data entry steps. This study highlights the central roles that user goals and attention play in the occurrence (or avoidance) of slip errors. (C) 2010 Elsevier B.V. All rights reserved

Percepção de estudantes de psicologia sobre a informática em sua formação profissional

Neste artigo analisa-se uma pesquisa de natureza qualitativa, cujo objetivo era explorar a percepção de 45 alunos de psicologia de diferentes universidades da cidade de Santiago do Chile, sobre a incorporação da informática como apoio para a aprendizagem em sua formação profissional. A informação foi coletada através de entrevistas semiestruturadas e analisou-se mediante o processo de codificação da Teoría Fundamentada. Os resultados mostram como categorias principais, o conhecimento da informática, a valoração da informática, e os fatores que obstaculizam o uso desta. Da codificação seletiva se desprende uma alta valoração da informática como ferramenta econômica e cômoda, mas também se observa uma alta reticência dos alunos diante de sua utilização no trabalho profissional tradicional do psicólogo. Encontraram-se fatores pessoais e institucionais nos que se baseia a valoração, a motivação e o nível de conhecimento dos estudantes diante do uso de ferramentas informáticas.This paper analyses a qualitative research aimed to exploring the perception of 45 psychology students from different universities in Santiago de Chile, about incorporating information systems to support learning in their professional training. Data were collected through semi structured interviews and their analysis was based on Grounded Theory's coding process. Results show that the major categories are computer knowledge, appreciation of computers and factors that hinder their use. From the selective coding a positive evaluation emerges of information systems as an economic and useful tool. However, there is also a high reluctance on the part of the students regarding the use of such tools in the psychologist' traditional professional work. Personal and organizational factors were found as bases for students' assessment, motivation and level of knowledge facing the use of these tools.En este artículo se analiza una investigación de naturaleza cualitativa, cuyo objetivo era explorar la percepción de 45 alumnos de psicología de diferentes universidades de la ciudad de Santiago de Chile, sobre la incorporación de la informática como apoyo para el aprendizaje en su formación profesional. La información se recolectó a través de entrevistas semiestructuradas y se analizó mediante el proceso de codificación de la Teoría Fundamentada. Los resultados muestran como categorías principales, el conocimiento de la informática, la valoración de la informática, y los factores que obstaculizan el uso de ésta. De la codificación selectiva se desprende una alta valoración de la informática como herramienta económica y cómoda, pero también se observa una alta reticencia de los alumnos frente a su utilización en el trabajo profesional tradicional del psicólogo. Se encontraron factores personales e institucionales en los cuales se fundamenta la valoración, la motivación y el nivel de conocimiento de los estudiantes frente al uso de herramientas informáticas

Online teacher development: collaborating in a virtual learning environment

Over recent years educational institutions have been making increasing use of virtual environments to set up collaborative activities for learners. While it is recognized that teachers play an important role in facilitating learner collaboration online they may not have the necessary skills to do so successfully. Thus, a small scale professional development programme was set up and piloted by two distance universities. The aims were to develop teachers’ experience of online group work; to trial a set of pilot activities which would raise awareness of factors contributing to successful collaborative online activity; and to identify professional development needs in this area. This article reports on the hands-on experience of a group of 20 teachers, examines some of the competences that are needed to successfully collaborate in virtual environments, and presents the skills that teachers need to foster online collaborative learning in the virtual classroom. Quantitative and qualitative data were collected, examining the levels of participation among participants, the collaborative activity of two groups, and teacher perception of the collaboration which took place. The skills identified include planning and managing the collaboration, designing appropriate activities, giving clear instructions and getting students to negotiate ground rules for participation, moderating at the right level, and choosing the right environment and the appropriate tool(s). While this study was carried out with language teachers, many of the findings are applicable to other subject areas where growing emphasis is placed on the development of collaborative skills

Online collaboration and cooperation : the recurring importance of evidence, rationale and viability

This paper investigates collaboration in teaching and learning and draws out implications for the promotion of collaboration within online environments. It is divided into four sections. First the case for collaboration, including specifically cooperative approaches, is explored. This case revolves around the impact of collaboration on the quality of learning and on learning outcomes. Collaboration is seen as constrained by context but, if structured and rewarded, it will bring important motivational and cognitive benefits. Next, the case for online collaboration is examined. This is based on longstanding arguments about the benefits of working together albeit in an environment which offers greater reach; a mix of media; and archives of interaction. The third section of the paper compares perspectives on online collaboration with a longer tradition of research into collaboration in general; it critiques the idea that online mediation offers a paradigm change in teaching and learning. The fourth section of the paper considers future directions for promoting online collaboration

Social richness, socio-technical tension and the virtual commissioning of NHS research

<p>Abstract</p> <p>Background</p> <p>This paper draws on a recent study that evaluated the process of commissioning NHS funded research using virtual committees. Building on an earlier paper that reported our evaluation, here we focus on the effects of asynchronous computer mediated communication (CMC) when used to support group work.</p> <p>Methods</p> <p>To do this the discussion focuses on how CMC affected three key group factors, building relationships, group cohesion and group commitment. The notion of socio-technical tension is elaborated and the paper explores how social richness can act to counter the socially impoverishing and time extending effects of asynchronous CMC.</p> <p>Results</p> <p>We argue that social richness in this context results from the presence of five principal influences. These are: a dynamic range of participant aspirations and personal agendas; participant commitment to and identification with the work and ideals of the group; a rich diversity of social, professional and work-related backgrounds; a website designed to enhance participation and interaction and the mediating effects of an effective chairperson.</p> <p>Conclusion</p> <p>If virtual work groups are to be used by the NHS in the future, then there is a need for more research into the role of social context and its relationship to the effectiveness of newly formed virtual groups. Equally as important are studies that examine the effects of socio-technical interaction on groups undertaking tasks in the real world of work.</p

Nondestructive assessment of freshness in packaged sliced chicken breasts using SW-NIR spectroscopy

A technique was developed to predict the freshness of packaged sliced chicken breast employing a nondestructive visible and short-wavelength near-infrared (SW-NIR) spectroscopy method. Spectra were recorded at 0, 7 and 14days using a camera, spectral filter (400-1000nm) and a halogen flood lighting system which were developed and calibrated for the purpose. Physicochemical, biochemical and microbiological properties such as moisture (x w), water activity (a w), pH, total volatile basic nitrogen (TVB-N), ATP breakdown compounds (K 1 values) and mesophilic bacteria (cfu g -1) were determined to predict freshness degradation. The spectra obtained were related to the storage time of the samples. The best wavelengths for modeling freshness were 413, 426, 449, 460, 473, 480, 499, 638, 942, 946, 967, 970 and 982nm. A linear correlation was found between the visible and SW-NIR spectroscopy and parameters such as microbiological counts, K 1 and T-VBN indexes. © 2010 Elsevier Ltd.We wish to thank the Polytechnic University of Valencia and Generalitat Valenciana for the financial support they provided through the PAID-06-08-3251 and GVPRE/2008/170 Projects, respectively.Grau Meló, R.; Sánchez Salmerón, AJ.; Girón Hernández, LJ.; Ivorra Martínez, E.; Fuentes López, A.; Barat Baviera, JM. (2011). Nondestructive assessment of freshness in packaged sliced chicken breasts using SW-NIR spectroscopy. Food Research International. 44:331-337. doi:10.1016/j.foodres.2010.10.011S3313374

Final Report of the Intergroup Randomized Study of Combined Androgen-Deprivation Therapy Plus Radiotherapy Versus Androgen-Deprivation Therapy Alone in Locally Advanced Prostate Cancer.

We have previously reported that radiotherapy (RT) added to androgen-deprivation therapy (ADT) improves survival in men with locally advanced prostate cancer. Here, we report the prespecified final analysis of this randomized trial